scholarly journals Quizizz As Interactive and Gamified Assessment Platform: Voices form Indonesian EFL Secondary Learners

2021 ◽  
Vol 6 (2) ◽  
pp. 141
Author(s):  
Moh. Ilham Dzikrullah ◽  
Ahmad Syafi'i

<p>Almost every aspect of human life on earth has been disrupted since the emergence of Covid-19, particularly education. Many countries have decided to close schools and universities. This condition has forced the Indonesian government through its Ministry of Education to implement policies moving conventional classrooms to be online classrooms. This process is carried out to maintain the health of students to avoid Covid-19. The learning process can be helped by using one of the applications on the internet which is called Student Response System (SRS). According to the statement, the researcher investigated secondary school students’ perceptions towards the implementation of Quizizz as an assessment platform in teaching English. Mixed-method research has been implemented in this study. The study involved 61 students as the participants in quantitative stage and 6 students in qualitative stage. The main instruments employed in this research are an online questionnaire and in-depth interview. The findings indicated that the students have both positive and negative perceptions toward the use of online assessment, especially in Quizizz. The students enjoyed Quizizz and thought it was exciting, interesting, motivating, and enjoyable because the Quizizz platform was distinct from the others. Quizizz had an interactive display, which made it simple for students to use the platform. However, in addition to the positive perception of Quizizz as an assessment platform in English teaching, some students expressed a negative perception of Quizizz as an assessment. According to the data, one of the platform's negative perceptions was the presence of music</p><p class="abstrak"><em>Hampir setiap aspek kehidupan manusia di muka bumi ini terganggu sejak munculnya Covid-19, khususnya pendidikan. Banyak negara telah memutuskan untuk menutup sekolah dan universitas. Kondisi ini memaksa pemerintah Indonesia melalui Kementerian Pendidikan untuk menerapkan kebijakan pemindahan ruang kelas konvensional menjadi ruang kelas daring. Proses ini dilakukan untuk menjaga kesehatan siswa agar terhindar dari Covid-19. Proses pembelajaran dapat dibantu dengan menggunakan salah satu aplikasi di internet yang bernama Student Response System (SRS). Menurut pernyataan tersebut, peneliti menyelidiki persepsi siswa sekolah menengah terhadap penerapan Quizizz sebagai platform penilaian dalam pengajaran bahasa Inggris. Penelitian metode campuran telah diterapkan dalam penelitian ini. Penelitian ini melibatkan 61 siswa sebagai partisipan pada tahap kuantitatif dan 6 siswa pada tahap kualitatif. Instrumen utama yang digunakan dalam penelitian ini adalah kuesioner online dan wawancara mendalam. Temuan menunjukkan bahwa siswa memiliki persepsi positif dan negatif terhadap penggunaan penilaian online, terutama di Quizizz. Para siswa menikmati Quizizz dan menganggapnya menyenangkan, menarik, memotivasi, dan menyenangkan karena platform Quizizz berbeda dari yang lain. Quizizz memiliki tampilan interaktif, yang memudahkan siswa dalam menggunakan platform. Namun, selain persepsi positif tentang Quizizz sebagai platform penilaian dalam pengajaran bahasa Inggris, beberapa siswa menyatakan persepsi negatif tentang Quizizz sebagai penilaian. Menurut data, salah satu persepsi negatif platform adalah kehadiran musik.</em></p>

2021 ◽  
Vol 20 (3) ◽  
pp. 495-506
Author(s):  
Branka Radulović

Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics


2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.


2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>


Author(s):  
Jorge Feijoo ◽  
Leticia Pérez ◽  
Rocio Maceiras ◽  
Víctor Alfonsín ◽  
José Luis Salgueiro

2021 ◽  
Vol 91 (1) ◽  
pp. 56-71
Author(s):  
Liliia V. Volkova ◽  
◽  
Kristina A. Zanina ◽  

The article describes the results of the development and testing of an algorithm for designing interactive activities for primary school. The algorithm is developed taking into account the characteristics of modern primary school students, examining different interpretations of the concept «interactive» in different spheres of human life and fields of study (such as linguistics, sociology, psychology, pedagogy) and considering the problem of using the term «interactive» in the modern education system. The algorithm for designing interactive activities includes six sequential steps: to select the content; to choose a type of group for the activity; to create the activity in which each student will personally participate; to think over different options to provide choice for students; to select the technical means; to set a time limit. Each action of the algorithm is depicted from the perspective of a primary school teacher. The survey of the teachers found significant changes in teachers’ perceptions of the term «interactive», in their understanding of distinctive features of the interactive activities and difficulties to create suitable interactive activities. It is noted the importance of continuing research in the aspect of the influence of interactive activities on the educational achievements of primary school students (including the development of functional literacy). The article was prepared with the financial support of the Ministry of Education of the Russian Federation within the framework of the research project «The development of functional literacy among primary school students in the implementation of educational programs».


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